Page No 140-149
Medha
Patna Women’s College (autonomous), Patna University
The purpose of this study is to explore how structured music education influences the
development of metacognitive skills—such as self-regulation, planning, monitoring, and
evaluation—among youths. The rationale for the study is grounded in the growing
recognition that music learning engages higher-order cognitive processes, promotes
reflective thinking, and enhances students’ ability to manage their own learning. Despite
evidence linking arts education to improved academic and emotional outcomes, limited
empirical research has examined the specific relationship between music training and
metacognitive awareness in the youth population. The study employs a quasiexperimental
design with 120 students from urban area, divided equally into two groups:
students receiving formal music education for at least one academic year and those
with no structured musical training. The Metacognitive Awareness Inventory (MAI) by
Dr. Punita Govil were used to assess metacognitive components. Statistical analysis
(Mean, SD, t-test) compare mean scores between groups. Preliminary observations
from a pilot group suggest that musically trained students demonstrate higher levels of
self-monitoring, goal-setting, and strategic learning behaviours compared to non-trained
peers. These findings point toward the potential use of music education as a nonclinical,
developmental tool to enhance metacognitive growth and self-directed learning.
The study has implications for educational and therapeutic practices, emphasizing
music-based interventions as supportive frameworks for cognitive and emotional selfregulation